Promoting Institutional Change to Strengthen Science Teacher Preparation

该项目是由美国国立大学和赠地学院协会（NASULGC）和两个学科组织——物理教师教育联盟（physstec /PTEC，由美国物理学会和美国物理教师协会共同发起）和美国化学学会——合作开展的一项为期三年的项目。该项目的愿景是建立一个庞大而持久的全国高校网络，这些高校成功地克服了困难的制度限制，建立了强大、有效和持续良好的高中科学和数学教师培训项目，这些项目成功地满足了所在州和全国对有成就的科学和数学教师的需求。这项工作的核心目标是：a.建立和支持一个由多达50所院校的校长、校长、教务长及其指定人员组成的国家领导网络，这些人在各自院校积极改善数学和科学教育，特别是教师教育；b.增加学科教师的数量，这些教师为教师的培养做出贡献，并通过跨部门、跨学院和校际合作，承担更多的指导和引导初任教师以及职业教师专业发展的责任；c.解决并取得明显进展，克服阻碍大学加强其科学教师培训计划的挑战；d.广泛传播本项目和其他相关项目的成果和经验教训，特别是在以下方面的经验教训：(1)制度政策和实践的变化，以加强科学教师培训计划和增加学科教师的参与；(2)示范性科学教师培养项目的纲领性特征；(3)成功的诺伊斯奖学金项目的特征；(4)确保学校高层领导持续积极地致力于将教师培训（特别是科学和数学方面的）作为大学的核心事业；(5)学科协会在加强科学教师培养和支持实践教师方面的作用；(6)国家政策的努力，可以促进科学教师的准备工作的改进，并消除追求教学职业的抑制因素；e.为MSP和Noyce奖学金项目的国家网络提供支持，促进这些项目与其他科学和数学教育项目网络之间的交流。

This project is a three-year partnership between the National Association of State Universities and Land Grant Colleges (NASULGC) and two discipline-based organizations, the Physics Teacher Education Coalition (PhysTEC/PTEC, an effort of the American Physical Society and the American Association of Physics Teachers) and the American Chemical Society. The project vision is the creation of a large and enduring national network of colleges and universities that have successfully negotiated difficult institutional constraints to establish strong, effective, and well-sustained high school teacher preparation programs in science and mathematics - programs that respond successfully to the need for accomplished science and mathematics teachers in their states and throughout the country. Core objectives of the work are to: a. Create and support a national leadership network from up to 50 institutions of presidents, chancellors, provosts and their designees who are active at their institutions in improving mathematics and science education - and especially teacher education; b. Increase the number of disciplinary faculty who are contributing toward teacher preparation and who, through inter-departmental, inter-college and school-university partnerships, assume increased responsibility for the mentoring and induction of beginning teachers and the professional development of career teachers; c. Address and make demonstrable progress toward overcoming the challenges that impede the ability of universities to strengthen their science teacher preparation programs; d. Widely disseminate the results and lessons learned from this and other related projects, especially the lessons learned about: (1) changes in institutional policies and practices that enhance science teacher preparation programs and increase the participation of disciplinary faculty; (2) the programmatic features of exemplary science teacher preparation programs, (3) the features of successful Noyce Scholarship Programs; (4) securing the ongoing and active commitment of top institutional leadership to making teacher preparation - particularly in science and mathematics - a central university enterprise; (5) the role of the disciplinary societies in strengthening science teacher preparation and in the support of practicing teachers; and (6) state policy efforts that can facilitate improvement of science teacher preparation and that remove the disincentive for pursuing a career in teaching; and e. Provide support to the national networks of MSP and Noyce Scholarship programs, facilitating communication across these and other networks of science and mathematics education programs.